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Integrating Video Blog in EFL Class For Teaching Speaking at SMAN 4 Kendari Astriani, Ayu; Lio, Asrun; Badara, Aris
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

This research is aimed to investigate the use of video blog in teaching speaking at the first graders. The researcher used quantitative and qualitative data to investigate the utilization of video blog embedding studentsâ€™ fluency in speaking skill. There are three research questions accomplished in this study: 1. To what extent does Vlog help foreign language English speakers improve their speaking fluency? 2. What are studentsâ€™ opinion about using Vlog in performing speaking? 3.Â What are studentsâ€™ suggestion and feedback about using Vlog in performing speaking? This study was conducted in SMAN 4 Kendari at grade X students who are registered in academic year of 2016/2017. The total number of students involved were 39 for both experiment and control class. The sample was taken using purposive sampling for experimental and control class. The instrument of data collection were speaking test, speaking activity and interview. The speaking test was collected by administering pre test to know the students prior speaking skill, treatment which integrating video blog in the teaching and learning process, and post test to find out what improvement happenned on studentsâ€™ speaking skill in term of fluency. The result shows the significant difference of experiment and control class. The researcher used independent sample t-test in comparing improvement in experiment and control class. Studentsâ€™interview result also shows how integrating video blog affect their speaking skill, as the additional data to support the speaking test result

Reading Anxiety, Reading Self-Efficacy And Vocabulary As Predictors Of Studentsâ€™ Reading Comprehension Hasriati, Hasriati; Sidu Marafat, La Ode; Lio, Asrun
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 1 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Many students assumed reading is not difficult process. In fact, reading process is not merely their understanding of each word and the surface structure denoted in a text, but it also includes the process of comprehension. Unfortunately, they also do not realize that during this process, reading anxiety, reading self-efficacy and vocabulary have been stated as some contributing factors. Thus, the current study examined whether reading anxiety, reading self-efficacy and vocabulary contribute towards studentsâ€™ reading comprehension and which one of these factors that serves as the better predictor of studentsâ€™ reading comprehension among 82 students of second semester of English department of Halu Oleo University. Questionnaires are employed for measuring studentsâ€™ reading anxiety and reading self-efficacy, vocabulary test for measuring studentsâ€™ vocabulary. Whereas, reading comprehension test for measuring studentsâ€™ reading comprehension. The result revealed reading anxiety contributes towards studentsâ€™ reading comprehension, reading self-efficacy contributes towards studentsâ€™ reading comprehension and vocabulary contributes towards studentsâ€™ reading comprehension. Vocabulary is higher than reading anxiety and reading self-efficacy in predicting studentsâ€™ reading comprehension when these factors are examined simultaneously. Importantly, this study leads to the conclusion that vocabulary is better and stronger predictor of studentsâ€™ reading comprehension than studentsâ€™ reading anxiety and studentsâ€™ reading self-efficacy. Taking importance of vocabulary into consideration, therefore language teachers should put more emphasize on studentsâ€™ vocabulary, particularly endeavor to make their vocabulary knowledge wider and deeper.

Code-Switching And Code-Mixing In English Language Teaching And Learning At SMA Negeri 2 Kendari Arlan, Arlan; Sailan, Zalili; Lio, Asrun
Journal of Language Education and Educational Technology (JLEET) Vol 4, No 1 (2019): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Many people speak and switch or mix their general use of language with their mother tongues, especially in communicating with people. This study is aimed to describe the types of code-switching and code-mixing; why do teachers mix code and switch code; and reasons and impact on students of code-switching and code-mixing by teachers and students in the English as second language (ESL), SMA Negeri 2 Kendari. Accordingly, 65 students at the high school level and three of their instructors in EFL classrooms took part in the study. Data were collected through observations, questionnaires to teachers, and interviews with selected sample students. The result of qualitative and quantitative design analysis showed that code-mixing and code-switching types dominantly used by teachers were intrasentential switching and allowed intersentential switching. And teachers used more dominant of intrasentential mixing types. The reasonâ€™s teachers to Â switching and mixing implementation were directing or conveying some explanations effectively, it is used cause forget some terms so as achieving a good learning process, to explain or give an understanding to students if they feel have not understood the lessons given so switching to Indonesian is an important communication strategy, more effective and expected to get a better relationship between them. Finally, the results of reason and impact on students by Â descriptive questionnaire analysis showed that the students that lack ability in the target language, it's difficult to get the equivalent of the words on target language or find new words or terms in the context, and they did it unconsciously from English utterance to Indonesian and make students more understand when doing of switch code and mix code in English learning process.

Analysis On The Relationship Of Extrovert-Introvert Personality And Studentsâ€™ Speaking Performance In English Study Program Of Halu Oleo University Samand, Sri Muniarty; Sailan, Zalili; Lio, Asrun
Journal of Language Education and Educational Technology (JLEET) Vol 4, No 1 (2019): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Speaking is one of the productive skills in English competence which can help us to interact with other people. However, in a class, not all the students can make equal improvement in speaking skill even though they get the same treatment from the teacher. It happens because there are many factors that influence studentsâ€™ speaking performance. One of the factors is affective factor that can be from studentsâ€™ personality. In this category, personality can be classified into two types, they are extrovert and introvert. This present study investigates the correlation between extrovert personality and introvert personality and studentsâ€™ speaking performance at the students in English Study Program of Halu Oleo University in the fourth semester. Total 35 students were selected as the sample and their personality type was determined by using Mark Parkinson Personality Questionnaire and their speaking score from the speaking test. The objective of the study is to examine, whether there is correlation between extrovert-introvert personality and studentsâ€™ speaking performance or not and also to know which personalities have better achievement in speaking performance. This study applied descriptive quantitative design. The personality and the students score were correlated by using Pearson Product Moment Correlation. The result of correlation testing reveals that there is no significant correlation between extrovert personality and speaking performance (0,575 > 0,05) and also there is no correlation between introvert personality and speaking performance (0,505 > 0,05). Then, other result shows that introvert students have better achievement in speaking than extrovert students, which means score of introvert is 77,56 while mean score of extrovert is 75,56.

Code-Switching In English Language Teaching-Learning Process Muthiasari, Gida; Lio, Asrun; Tambunan, Tambunan
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

It is quite ordinary for bilingual speakers to use two or more languages, in the same conversation, without any apparent effort. This phenomenon, known as code-switching, has become a major focus of attention in linguistics. The objectives of this research are to describe form, type and factors of code-switching occur. The data were taken from English Language Study Program second and fourth-semester students at IAIN Kendari. Data were collected using primary sources, observation, and interview through a questionnaire. The Ethnographic analysis table was applied to define form and type of code-switching. In addition, a questionnaire was used to reveal the factors of code-switching. The findings showed that the form of code-switching used by the students was English-Indonesian. Moreover, the type of code-switching mostly used by the students is intra-sentential code-switching. Factors of code-switching have been sorted out considering theories presented by sociolinguistics expert that all of these factors are important in second language acquisition for students in classroom setting. The findings can help to clarify that code-switching can be seen as a supporting element in the communication of information and in social interaction. Therefore, code-switching improves communication and is used as a tool for conveying meaning.

Effectiveness of Buzz Group Technique in the Teaching of Reading At SMP Negeri 10 Kendari Budikafa, Fandi Ardiansyah; Sidu Marafat, La Ode; Lio, Asrun
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 1 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Since there have been many different models of reading instruction put forth, yet few of these methods take into account the importance of motivation. In fact, attempts at improving reading comprehension using Buzz Group technique seem to focus too heavily on the mechanics of reading without delving into the emotional or psychological aspects especially motivation. The purpose of this research is to identify the difference in studentsâ€™ reading comprehension despite taught by different method. In addition, the research aims to identify the difference in reading comprehension of highly motivated and lowly motivated students which are taught using different method. The methods used in this research were Buzz Group technique and Contextual Method. 114 students of Grade VIII at SMPN 10 Kendari participated in completing the questionnaire reflecting their level of motivation and then 57 of them were given the reading comprehension test and the method used for analyzing the results was two-way anova technique. The results obtained showed that the reading comprehension of students who were taught using different method was not significantly different but the teaching method is needed for enhancing studentsâ€™ reading comprehension by the development of studentsâ€™ critical thinking provided by Buzz Group technique. Moreover, the reading comprehension of highly motivated students was significantly different from lowly motivated students; this was proved on this research that the higher the motivation, the higher the reading comprehension is. The findings can help to clarify the nature of reading comprehension that despite from taught using right method, it is important if teachers develop and integrate a strong emphasis on reading motivation, and value its effective environment.

Error Analysis Of The Essays Written By English Department Students Of Halu Oleo University Akbar, Aidil; Sidu Marafat, La Ode; Lio, Asrun
Journal of Language Education and Educational Technology (JLEET) Vol 4, No 1 (2019): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Errors have long been the obsession of language instructors and researchers. Before, errors were looked at as a problem that should be eradicated. However, errors are now considered as a device that learners use and from which they can learn, they provide evidence of the learner's level in the target language , they contain valuable information on the learning strategies of learners , and they also supply means by which teachers can assess learning and teaching and determine priorities for future effort. Thus, conducting error analysis is therefore one of the best ways to describe and explain errors committed by the EFL learners. The objective of this study is to identify type of errors on the EFL that is commonly found in students writing performances according to Surface Strategy taxonomy, to identify the possible causes of studentsâ€™ errors in their writing performances and to identify kind of grammatical errors in students writing performances. This study employed a qualitative method. Sources of data were studentsâ€™ writing performance in essay form. The result shows all of the four types of errors according to surface strategy taxonomy such as omission, misinformation, addition, and malformation/disordering, the result shows omission and misinformation are the types of errors that commonly found English department studentsâ€™ essays. However, omission is the type of errors that is founded the most in students writing. The Possible causes of studentsâ€™ error are: The learner doesnâ€™t know the structural pattern. Hence, they make random response; The correct model has been insufficiently practiced; Distortion may induce by the first language. Kind of grammatical errors that is found in studentsâ€™ essays are noun and verb inflection, subject-verb agreement, articles, pronouns, spellings, singular/plural form, capitalization, sentence fragments and prepositions. On the basis of these results, some pedagogical implications which might assist ESL/EFL teachers with some helpful suggestions and teaching strategies that will reduce future problems regarding writing for EFL learners.

English as a Foreign Language (EFL) Studentsâ€™ Perception of Language Anxiety as One of the Factors Affecting Students Speaking Performance (A Phenomenological Study of Halu Oleo English Department Students Suhardiman, Awal; Lio, Asrun; Yazid, Muhammad
Journal of Language Education and Educational Technology (JLEET) Vol 2, No 2 (2017): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Variety of affective variables have been confirmed to be correlated to the success in second/foreign language learning that leads to the successful language performance, one of the affective variable called language anxiety. The language anxiety is a distinct complex of self-perceptions, beliefs, feelings and behaviors related to foreign language learning due to the uniqueness of the language learning process. Thus, examining studentsâ€™ perception of language anxiety in relevance with speaking performance is critical because it is only by examining their self-perception so that we can understand their positive and negative point of view that lies within the foreign language anxiety. The objective of this study are: to analyze studentsâ€™ perception about language anxiety, to identify the effect of language anxiety in students speaking performances based on the students perception; to identify the sources and influential factors of the students anxiety; and to identify the solutions that may reduce studentsâ€™ anxiety from the learner standpoint. Methodology that is used in this study is qualitative method especially phenomenological study. Source of data came from the studentsâ€™ diary and the studentsâ€™ interview result. The result of the analysis in this research, shows both from diary and interview results indicate that the English Department students of Halu Oleo University perceive English language anxiety and face high anxiety-provoking situations in their speaking performances that negatively affects their academic life. The main sources of studentsâ€™ anxiety are speak in public, afraid of making mistakes, unfriendly lecturer, afraid of negative evaluation, inability to express, fear of failure, incomprehensible input, inability to comprehend, remembering target rules and grammar, poor pronunciation, lack of vocabulary and poor knowledge of English language. In conclusion, regarding the solution both students and teachers need to deal with anxiety-provoking situations carefully and execute the solutions of reducing anxiety

The Use of Audio Podcast for Teaching Listening Comprehension Alfian, Alfian; Lio, Asrun; Sidu Marafat, La Ode
Journal of Language Education and Educational Technology (JLEET) Vol 4, No 1 (2019): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Podcast is created by combining of the word â€œiPodâ€ and â€œbroadcastâ€ and it produces audio and video files episodically that can be downloaded and listened by personal computer, tablet, smart phone, or another audio/video divice and listeners can listen and learn all interesting materials that they need. This research aimed to introduce audio podcast as a portable media for teaching listening. This media could be suggested to change conventional method in teaching listening. This research conducted at SMAN 1 Tanggetada in academic year 2016/2017. The type of this research was mix method and its design was quasi experimental design using pre-posttest. The group was divided into experimental and control groups. Experimental group was taught by audio podcast while control group was taught using conventional tool. The researcher analyzed the result of within and between groups using T-test while studentsâ€™ motivation was described by using interviews. The findings of the study showed that the use of podcast in listening was an effective media for teaching listening comprehension. The result of the interview indicated that most of the students are interested in audio podcast media. The media can motivate the students in listening as they can listen as many as possible at anytime and anywhere.

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